Karachi at its best

Arriving at a bustling, sweltering airport with immaculately dressed pilgrims returning from the Hajj, my first visit to Pakistan was full of anticipation and nervous excitement. My usual browse through medical requirements and ‘sensible people’s’ FCO do’s and don’ts suggested plenty of caution but I have learnt to take each place I visit on face value and spend time listening to the people who live and work there. It makes sense.

I was asked by the British Overseas School Karachi to deliver three days of training on behalf on Dragonfly Training. CPD in Pakistan is almost non-existent. There are hundreds of schools with passionate, hardworking and intelligent teachers but very little investment in their professional development. So, day one was an invitation to local schools to participate in a day of training entitled ’21st Century Teaching and Learning’ – a course designed to cover essential strategies for effective differentiation, assessment for learning, better questioning and feedback. Teachers came from a wide variety of schools and phases, bringing a range of professional expertise to the day. It was a great day with time to chat with colleagues about the challenges they faced and what things they were looking forward to trying out. The intention is now to create a centre of excellence for CPD both in Karachi and the wider region

Day two and three were spent with staff from the hosting school, British Overseas School Karachi, with the usual mix of new teachers and experienced staff with a good smattering of well-travelled expat staff. Again, the focus was on effective strategies to use in a 21st Century Classroom including the use of some digital apps including Kahoot, Quizlet and Plickers.

Alongside the chance to inspire and ignite a little passion in teachers, I was able to sample local food, chat with other colleagues from the school about future plans and meet the exceptionally talented trainer, Pam Mundy, with vast experience in the Early Years and Primary phase. It is always professionally rewarding to connect with people on different levels. The warmth of welcome from the staff, the depth of passion and commitment from the senior leadership team, the exceptional knowledge of the Headteacher, Andrew Williams, of local and international context and the extraordinary efficiency of administration staff all contributed to an overwhelming feeling that Karachi is a great place to work. If you are looking for an exciting challenge in a fast moving city in a school that thinks of the past, present and future in equal measures then get in touch with the school directly.

My lasting memory, however, will be of the view of Karachi from the rooftop of the excellent Avari Towers Hotel, where I watched hundreds and hundreds of black kites circling high above looking for their next meal or maybe just enjoying the sights of downtown Karachi. Watching a kite close up, as it perched on my balcony, tucking into a small rodent was quite extraordinary.

Next stop, Nicosia, Cyprus, then Bogota, Columbia. Always excited to travel and make teachers lives more professionally rewarding and fulfilled with better outcomes for young people. Get in touch if you would like to find out more about some of the courses on offer.

 

Bottle of nuts to go!

Training in Lagos. What an incredible experience with memories to treasure.

A quick look at TripAdvisor or the FCO website and Lagos, Nigeria would probably not be top of anyone’s list. However, with a bit of research, some reassurance from fellow trainers at Dragonfly Training and a visit to Boots pharmacy, I packed my bags and set off for St Saviours School Ikoyi in Lagos.

As part of a structured professional development programme and a continuing relationship between the school and Dragonfly Training, I was invited to deliver a three-day programme for all staff entitled ’21st Century Teaching and Learning’. Day one was with a group of teaching assistants, full of enthusiasm, looking at effective deployment in classrooms. We examined a range of evidence of best practice and explored the essence of good working relationships. Day two and three were for teaching staff but many of the teaching assistants joined in (even on their days off). We worked on a range of practical activities that allowed staff to access a range of strategies to support differentiation, better feedback, stretch and challenge and assessment. There was also plenty of time for reflection, discussion and a bit of dancing.

The school is an oversubscribed independent prep school for just over 300 children from Reception to Year 6. Staff are mainly Nigerian, with UK teacher qualifications and a selection of experienced ex-pat staff mainly from the UK but also from France and the Czech Republic. The school is overseen by a highly committed and passionate board of trustees who make regular visits to support the school. The Headteacher is Craig Heaton, a charismatic, well-travelled, sharp-dressed leader with a knack for getting the best out of his staff. He quickly builds trust with all stakeholders and his staff enjoy working with him. His vision for the school, a place of the highest quality learning and teaching is rapidly becoming a reality. He is ably assisted by Deputy Head, Chinwe Ibekwe, who is a testament to the development opportunities available to all staff. She started at St Saviours over 20 years ago as a teaching assistant and has seen much progress. She is committed to providing a rich, challenging and professionally stimulating place to work and her enthusiasm is infectious.

I was fortunate enough to travel to Lagos via Amsterdam with Craig and his family for the last leg of the trip. On arrival, we were met by our security team and escorted through Yellow Fever checks, immigration and customs. Craig’s advice on being asked for ‘tips’ by customs and baggage checks is simple. His response is always ‘With four daughters do you think I have anything spare?!’ He tips where he needs to for his security staff and we swiftly move through to our car where an armed guard is ready to follow us into town. This is not an alarmist response just a sensible precaution and very much part of the way of life for many with significant roles in the city. We chat on the way in and arrive at the hotel about an hour later. Further security briefings included advice on leaving the hotel, chatting to ‘single ladies’ in the bar and contact numbers of half a dozen staff in case of emergency. I felt I had been fully briefed!

We spent two evenings out visiting the local Lagos Yacht Club for dinner, watching the tankers and newly built oil rigs saunter up and down the lagoon, trying peppered snails, and a high-class Thai-fusion restaurant overlooking a beach and nearby islands, with a stunning menu and an interior to match. Lunch at school was a decent helping of Jolof rice, spicy and tasty, with a chunk of chicken on the side.

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I was very aware of the significant contrast between rich and poor in Lagos. There is no hiding from the exceptional poverty and hardship that many people face. However, the industry, the willingness to work hard and the endeavour that people show every day is incredible. People travel from miles away to work in the city and then spend hours travelling back to their families in cramped, overcrowded, battered, yellow VW sardine cans. They hold their heads high, literally, with straight backs and find any way they can to make a living. For some, this means a suit and a briefcase, for others, it’s a large round tray of bottles of peanuts, or grapes or soft drinks or photocopied bestsellers or chewing gum often carried on their head in the middle of three or four dusty lanes of hooting, tooting, passive-aggressive car and lorry drivers. Note: road markings seem to be largely an optional extra and are often regarded as perfunctory. Quality of road surface is pretty variable too as the heat rapidly degrades the tarmac leaving cave size potholes.

I would encourage any teacher looking for an adventure in a developing country, working with passionate, committed professionals to consider St Saviours school in Ikoyi, Lagos. If I was many years younger and looking for a challenge, for memories to last forever and a professionally rewarding job, this school would be the place. The course was a great success with some great takeaways for staff (see below). If you would like the course ’21st Century Teaching and Learning’ in your school then get in touch with Mary Chapman, International Director of Dragonfly Training mary@dragonfly-training.co.uk  or call +44 (0)2920 711787.

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I’ll leave the last word to Craig Heaton, Headteacher at St Saviours School.

“I hope that our values, our teaching and our school will mean that one day a child will return to Nigeria as an inspirational leader and change the country for the good of all Nigerians.”

 

Want a better world?

Nearly 50 pupils from across Eastbourne and Seaford gathered to discuss and debate ideas on global issues such as clean water, renewable energy and sustainable technologies. They presented their ideas to the conference of pupils and teachers and then shared their ideas with other pupils in true science conference style. Eastbourne College again hosted the second STEM Leaders’ Conference on Thursday 26 April at the prestigious Birley Centre in Eastbourne and it was a great success for all involved.

The schools attending included Seaford Head School, Willingdon Primary School, St John’s Meads CE Primary School, Parkmead CE Primary School, Pevensey and Westham CE Primary School and The Haven VA CE Primary School. Pupils had been working on a variety of projects over the last few weeks inspired by a wide range of resources created by the global STEM charity Practical Action. These projects included The Squashed Tomato Challenge (where pupils find a way to transport tomatoes down a Nepalese mountainside to take them to market without squashing them), The Floating Garden Challenge (where pupils design, build and test different forms of floating garden so that people in Bangladesh can still grow crops even in flood waters) and Ditch The Dirt (where pupils create a water filtration system to clean dirty water).

Conference Organiser, Marcus Cherrill of I Can Teach Ltd, who created the conference on behalf of Pevensey and Westham School said, “The STEM Leaders’ Conference is all about sharing ideas and allowing pupils from local schools to work on engaging and stimulating projects. They can then develop their leadership, teamwork and presentation skills through the Conference. It is a very supportive and non-competitive environment which allows pupils to really develop their confidence. We also had support from a number of local and national companies who provided prizes for the pupils, their teachers and their schools.”

St John’s Meads CE Primary School won a VIP Tour of local pharmaceutical company TEVA, where they dress up in overalls, face masks and hair nets and see how engineering and science skills are put into practice.

Richard Thomas, Headteacher of Pevensey and Westham School said, “We were delighted to run this event again this year. The response from the schools that attended was excellent and it is clear that these kinds of events have a lasting impact on the profile of STEM in local schools.” Aoife Cherrill, acting as a reporter for Ocklynge Junior School, was “impressed with the quality of presentations and the range of ideas presented by the schools. It was great fun and really interesting.”

For more info on the charity Practical Action’s free STEM resources for schools go to www.practicalaction.org/schools

Running: a British School in Nanjing

I have always been an advocate of running. Good for the soul and good for the heart. Not so good for the knees. It clears my mind and gives me breathing space away from 4G, Wifi, browsers and emails. It’s always been a key to a better work-life balance.

As part of my work with Dragonfly Training, I was invited to run two training days at The British School in Nanjing. My two year visa and an excellent track record, meant I was a good fit. We had lots of time to find out exactly what the school’s needs were, so we formulated a toolbox of practical ideas to improve, regenerate and revitalise teaching and learning. After a long journey, my first priority was to explore the school, share resources and connect with senior staff. I was able to spend time listening to the Head of Senior School, Heidi Witt-Williams and the Headteacher, Matthew Shephard, describe the unique context of their school. It was time well spent.

I just want to say how much of a pleasure it was to host Marcus here in Nanjing. I think it’s often overlooked how important it is that training is enjoyable and that trainers need to be engaging. Marcus was excellent; I only got to sit in a couple of hours of the two days but I felt inspired. – Matthew Shephard, Head, BSN

The two days were filled with practical suggestions for differentiation, assessment for learning, stretch and challenge and ways to create independent learners. The final session looked at how to use projects (particularly STEM projects from www.practicalaction.org/schools) to bring classrooms alive. Staff completed the Squashed Tomato Challenge, starting with a scavenger hunt for various items and then constructing a working model to show how to bring small amounts of tomatoes down a Nepalese hillside to markets in the valleys. Great fun, highly engaging and a fantastic way to finish the two days.

Day one started with a ‘Keynote’ presentation to the whole staff. It was called ‘Brilliant Brains’ and was really a way to get people thinking about how connections, brain development and memories are key factors in learning. I have learnt a great deal from a fellow trainer at Dragonfly, Dave Taylor and been lucky enough to share ideas about how kids learn best and what makes us better teachers. I was able to use some of these during the first session.

Making connections with real teachers really matters to me. I invest a huge amount of time and effort in creating a tailored course to suit the needs of individual schools. I want people to enjoy it, but most of all I want it to impact on their professional lives, making work more rewarding, fulfilling and ultimately more enjoyable. I want children to be engaged and nurtured, stretched and challenged rather than become passengers in a classroom full of uninspiring content and knowledge. I was inspired by the passion of the educators at the British School in Nanjing, their flexibility and willingness to adapt to new situations, new buildings and new challenges. I have a follow up chat with the Head in the next few days to see how things are progressing.

The Head, Matthew Shephard, has a calm and uncomplicated approach to school leadership. He promotes quality first teaching, supporting and encouraging his staff. He is surrounded by a highly experienced team of educators who promote and model excellent teaching and learning from Nursery up to Year 13. We discussed leadership styles, teaching and learning……. and running. I suggested a simple program to build up to 10k over the next few months. Good for the soul. Good for the heart. I look forward to joining him on a run in Nanjing the next time I visit.

For details on Dragonfly Training courses, give Mary Chapman a call on +44 (0)2920 711787 or email mary@dragonfly-training.co.uk

 

East meets West in Shanghai

This was one of the highlights of training this year, alongside my second visit to Ethiopia in August. Hugely anticipated and requiring significant planning, this was always going to be an exciting trip. I was invited to work with Nord Anglia International School in Shanghai, Pudong on behalf of Dragonfly Training Ltd. It’s a long way to go for a day’s training so I managed to persuade myself that I needed a couple of days in Hong Kong on the way back to ease the jet lag.

Arriving a day before training, I had a chance to wander the old quarter of Shanghai and adjust to the new time zone. It’s a busy place with regular updates on smog and air quality available to its millions of people, many of whom were wearing face masks. The air quality that day wasn’t particularly bad so I passed on the face mask. I stood on The Bund and watched the enormous, heavily laden and almost sinking barges make their way along the river, puffing out diesel fumes and chugging away like old men with cigars hanging from their mouths.

The school was a fantastic, purpose-built venue, set in plenty of acres in the middle of Pudong. With a wide range of international students to cater for, from ages 3 to 18 and from all over the world, the school had exceptional facilities to offer them. The staff provided a warm welcome, with a great deal of enthusiasm for the training that day and great feedback at the end. I will always adjust course content to suit a particular context and I will always respond to feedback from delegates on how the day has been received.

I had a chance to look around the school, talk ‘teacher talk’ for a while and then prepare myself for a short (2 hour) flight to Hong Kong. Having never been to ‘Honkers’ before, I wasn’t quite sure what to expect but I had done some background research which proved helpful. I hadn’t really pictured what such a huge number of people in such a small place would really look like. Shopping on the equivalent of Black Friday was not a wise choice. Pretty crazy shoppers – thousands of them – queuing up for bargains and rifling their way through piles of clothes, labels flying everywhere. On the Sunday, having walked miles on the Saturday, exploring the sights, I came across another peculiar human phenomenon: ‘Philippino Maid Sunday’ – they all have the same day off – they all meet in subways, underpasses, bridges, pavements, just about anywhere really and sit and chat. They dance, cook, socialise and buy and sell clothes and jewellery. It is a sea of humans and negotiating your way through is quite a task.

I have certainly learnt a great deal from travelling, exploring and asking questions about life on the other side of the planet. As I continue to work with teachers around the world, I can draw on these experiences, create unique contexts for the training sessions and empathise with different cultures. Fascinating.

The course I was delivering is called The Big Four – Sustainably Improving the Quality of Teaching and Learning. Available through Dragonfly Training Ltd.

Science in Primary Schools

“The look on their faces as 30 rockets launched simultaneously into the sky was priceless! This is what science is all about.” – Year 4 teacher Mike

My new role this term has given me the opportunity to support science teaching in local Primary schools. Having taught secondary school science for twenty years, it is a privilege to be invited into a classroom as an ‘expert’. The real expert is the Year 4 teacher who knows his 8 and 9-year-olds better than I do. He knows their strengths and weaknesses, their habits and histories and what makes them tick. Mike has planned his lesson according to a scheme of lessons from Empiribox. It’s number one in the Forces Unit. The first part is an old trick. The glass full of water, square of plastic on top and then turn it upside down. Thankfully it does what it’s supposed to! It’s air pressure pushing against the water isn’t it. Of course it is! The lesson continues with a pair of Magdeburg Spheres (two flat rubber circles with metal hooks on the outside). Squeeze them together and ask the students to pull them apart. They can’t. Not even with a huge grimace from an 8-year-old boy. The question asked is “What keeps them together?” First response is glue, second response is a vacuum. Nope. It’s air pressure again! Then Mike prepares for his pièce de résistance: the egg into the conical flask. This requires a little more equipment and no shortage of composure. Mike is ably assisted by Kim, a TA, trained this month in practical science by Empiribox (part of their package). She knows what to look for and how to make it work. With a bit of careful timing and encouragement, the egg drops into the flask and then squeezes out again after some warming with a Bunsen burner. The question is asked and this time students can confidently suggest it is air pressure pushing the egg in and out of the flask. Great result. Misconceptions blown out of the water.

Mike uses my experience as a sounding board, a quick check that he’s on the right lines. The questioning is entirely developmental and students build their understanding and trust of the concept of air pressure and forces. Mike is encouraged by their responses and goes for the big finale. Thirty film canisters with a splash of water. Thirty students ready to put a vitamin C tablet in and click on the lid. Thirty students standing back with safety goggles. Off they go and the look on their faces is priceless! Mike is speechless. Kim is quietly smug that another lesson has gone off successfully thanks to her calm sense of organisation and the knowledge that Empiribox are just a phone call away if she needs help.

It is a privilege to see this in action. I will continue to work with each of their teachers and support the teaching and learning. The growth in confidence of the teachers is phenomenal too. They talk to each other, share ideas and iron out any tricky questions. The Head, Richard, is totally confident of the outcomes. “The impact on the school has been immense. Students talk about their science lessons all the time. There was a real lack of practical science in our school and we wanted to change that. Using Empiribox has made it possible. The training is high quality and the resources including lesson plans are first class. The impact on literacy and numeracy will also be enormous.”

Empribox provides the equipment, accredited CPD for staff and additional resources including detailed lesson plans and risk assessments. The cost is generally less than £1 per pupil per week but there is a generous referral scheme to offset some of the costs. It effectively means pupils are doing practical science every week. The long-term benefits for our country are far-reaching. There is a lack of students taking science at A-Level. Fact. Particularly girls. We can address this by inspiring young people to take up careers in science. This means better quality training for primary school teachers particularly in science and better resources for the classroom.

More rocket science next week! Can’t wait!

Empiribox are here www.empiribox.org 

Music4Learning #2

A gruesome eye dissection in class always grabs most students attention. Even the ones that are covering their own are fascinated and can’t resist a peak. Give a class a set of scalpels and one beady sheep eyeball between two would be opticians and let them go for it. Now the music: I Can See Clearly Now by Jonny Nash.

“I can see clearly now the rain has gone. I can see all obstacles in my way. Gone are the dark clouds that had me blind…..”

I sometimes go for the blindingly obvious. This is an example. Another might beSpeed of Sound by Coldplay during part of a lesson on sound. I used Around the World by Daft Punk with an animation on the Carbon Cycle. Jaws by John Williamscould be used for all sorts of things but I used it whilst studying classification of sharks with an Arkive resource. There’s always a chance to play Celebration by Kool and the Gang, even it’s just for 10 seconds. Sweet Home Alabama by Lynard Skynard at the end of a day is always a good note to leave on. All these pieces of music are powerful and instantly recognisable to most. These are all in the ‘Enjoy‘ section of I Can Teach. They are there to enjoy and have some fun with.

So what’s the link with teaching and learning? Learning is a multi-sensory, cognitive and emotional process – a journey. Memories linked to music are generally more powerful and more detailed. Given the neuroplasticity of the brain and the fact that emotions are tagged in our most primitive limbic system, we naturally learn better when we are engaged, happy and motivated. So if learning is considerably enhanced by the use of music, then teaching using it must be fun too. It draws teachers into creative and collaborative planning (use Google Apps to do this too!) and allows engagement with students on a much more multicellular and organic level.

Two observations here:

  • The choice of music can be down to students or teachers. Choice often brings devolved trust and confidence. If it’s innocuous background then it may not matter.
  • This music is designed to enhance the learning process. There is strong evidence to show that during recall, silence is better.

All our music is licensed. You stream it and use it as you wish. In Music4Learning #3 I will give you some ideas about using powerful and emotive music from the ‘Think‘ section of I Can Teach.

Enjoy!